Download Classifying Quadrilaterals Student Probe Lesson Description

 Student Probe Classifying Quadrilaterals In quadrilateral ABCD, AB=BC=CD=DA and . Is Quadrilateral ABCD a rectangle? How do you know? B A
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Lesson Description e
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Rationale P
At a Glance What: Identifying attributes of quadrilaterals Common Core Standard: CC.5.G.3 Classify two-­‐dimensional figures into categories based on their properties. Understand that attributes belonging to a category of two-­‐
dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Matched Arkansas Standard: AR.9-­‐12.R.G.4.1 (R.4.G.1) Explore and verify the properties of quadrilaterals Mathematical Practices: Construct viable arguments and critique the reasoning of others. Look for and make use of structure. Who: Students who do not recognize defining attributes of geometric figures Grade Level: 5 Prerequisite Vocabulary: rectangle, square, trapezoid, parallelogram, rhombus, quadrilateral, attribute, right angle, parallel, congruent Delivery Format: Small Groups of 2 to 3 Lesson Length: 30 Minutes Materials, Resources, Technology: Pre-­‐cut shapes Student Worksheets: Guess My Rule Cards The .study of geometry is dependent upon (
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success in geometry, evidenced by van Hiele’s . is dependent upon students’ understanding work, d
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Preparation d
Prepare a set of standard quadrilateral shapes for each student. The shapes are found in the M My Rule Cards handout. Guess a
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Lesson The teacher says or does… 1. We are going to work with quadrilaterals today. Sort all of the quadrilaterals out of your set and put the rest away. What are quadrilaterals? 2. Do all these figures look the same? How are they alike? How are they different? 3. Look at cards 18, 21 and 24. How are they alike? How are they different? 4. We call these quadrilaterals rectangles. Rectangles must have 4 right angles. They may have 4 congruent sides, but they do not have to. 5. Look at cards 18, 21, 23, 26 and 27. How are they alike? How are they different? 6. Are these rectangles? How do you know? 7. We call these rhombuses. A rhombus is a quadrilateral that has 4 congruent sides. They may have 4 right angles, but they don’t have to. 8. Cards 18 and 21 belong to both categories. What do we know about them? 9. So they belong to what categories? Expect students to say or do… If students do not, then the teacher says or does… Polygons with exactly four We will only be using cards sides. numbered 13-­‐27. Put the rest of the cards away for now. No Answers may vary. They have 4 right angles. 18 and 21 have 4 congruent sides, but 24 does not have 4 congruent sides. Prompt students. They have 4 congruent sides, but 23, 26 and 27 do not have 4 right angles. No Rectangles must have 4 right angles. They have 4 right angles and they have 4 congruent sides. Prompt students. Rectangles and rhombuses Prompt students. The teacher says or does… 10. In fact, these are very special quadrilaterals. They are called squares. 11. Complete the following statements: All rectangles ___. All rhombuses ___. All squares ___. Expect students to say or do… If students do not, then the teacher says or does… …have 4 right angles. …have 4 congruent sides. …have 4 right angles AND 4 congruent sides. 12. If we make a stack of all the Yes rectangle cards, do the squares belong in the stack? How do you know? All squares are rectangles. 13. If we make a stack of all the Yes rhombus cards, do the squares belong in the stack? How do you know? All squares are rhombuses. 14. Draw a Venn diagram on the Cards 22 and 24 are board and have students rectangles only. place the card numbers in Cards 23, 26, and 27 are the appropriate areas. rhombuses only. Cards 18 and 21 are both rectangles and rhombuses (squares) and should be Rectangle Rhombus placed in the intersection. So squares are both rectangles and rhombuses. 15. If we make a stack of all the No. squares, do all of the rectangle cards belong in the stack? Card 22 (or 24) is a rectangle, How do you know? but it is not a square. 16. If we make a stack of all the No. squares, do all of the rhombuses belong in the stack? Card 18 (or 23 or 27) is a How do you know? rhombus, but not a square. Prompt students. Do squares have four right angles? Do squares have four congruent sides? Think about our stacks of cards. Which cards go in both stacks? What about Card 22? What about Card 18? The teacher says or does… 17. Let’s make a group of all the parallelograms. What are parallelograms? Expect students to say or do… If students do not, then the teacher says or does… Quadrilaterals with opposite We will only be using cards sides parallel. numbered 13, 18, and 21-­‐27 now. Put the rest of the cards away for now. 18. Does your new group contain all of the rectangles? Yes. Does it contain all of the rhombuses? Yes. Does it contain all of the squares? Yes. 19. Are all rectangles parallelograms? Yes. Are all rhombuses parallelograms? Yes. Are all squares parallelograms? Yes. 20. What does that tell us about Their opposite sides are Prompt students if rectangles, rhombuses, and parallel. necessary. squares? 21. Repeat groupings using combinations of parallelograms, trapezoids, kites, etc. Teacher Notes None Variations Classifications of triangles or other polygons can be used. Formative Assessment Marcus said that his card showed polygon that was a rectangle and a rhombus. What other names can we call his polygon? Answer: quadrilateral, parallelogram, square References Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A synthesis of the intervention research. Portsmouth, NH: RMC Research Corporation, Center on Instruction TERC. (2008). Investigations in Number, Data, and Space. Boston: Pearson. Van de Walle, J. A., & Lovin, L. H. (2006). Teaching Student-­‐Centered Mathematics Grades 5-­‐8 Volume 3. Boston, MA: Pearson Education, Inc.